Karen Moreno
ABA Training for Student Success
July 17, 2014
Easter Seals of
Southern California

 Easter Seals has been helping individuals with disabilities and special
needs, and their families, live better lives for nearly 100 years.
 From child development centers to physical rehabilitation and job
training for people with disabilities.
 Primary Easter Seals services include:
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Medical Rehabilitation
Employment & Training
Children's Services
Adult & Senior Services
Camping & Recreation
Easter Seals of Southern
California- Autism Department
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 Easter Seals currently has a combination of services
specifically targeting individuals with the diagnosis
of ASD as well as other services that include
individuals with ASD among their service recipients.
 Autism Department Serves:
 Young Children (0-Preschool)
 School Age Children and Youth
 Service for Adults
MISSION
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 Leadership Project
 My mission is to develop young individuals with
disabilities to activate and develop creative minds, a sense
of understanding and compassion for others, and create
courage to act on their beliefs.
 ESSC
 Easter Seals Southern California provides innovative
services for children and adults with disabilities and their
families so they may actively participate in the community
with the freedom to choose how they live, learn, work and
play.
CPSEL 4, 5
VISION

 Leadership Project
 My vision is to develop future adults with disabilities to use their
spiritual, moral, intellectual, social, emotional, and physical
characteristics in their personal and professional life with the
support of their parental/guardian guidance.
 ESSC
 Children with disabilities will have access to the most appropriate educational
and recreational opportunities.
 Adults with disabilities will have access to services that support their choices for
independent living.
 Families of children and adults with disabilities will have access to services that
support them in ensuring the well being of their families.
 Community members will have opportunities to interact with and learn about
people with disabilities.
CPSEL 1,4,5
Compelling Need
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 Parent’s Understanding of Implementation
 Generalization of Concepts/Strategies
 Staff Effectiveness
 Staff Turn Around
CPSEL 1,2,3,5
Inquiry Question
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How will ABA parent training on behavior
management impact student ability to apply
socially significant skills in their everyday
life?
CPSEL 4,5
PAR TEAM
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 8 Program Managers
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Karen Moreno, M.A. Ed.
Amber Mark, M.A. Ed.
Ajamu Frasier, M.S.
Carly Polection, M.S.
Crystal Bodell, M.S.
Sabrina Ramirez, M.S.
Olumide Edemodu, M.S., BCBA
Terra Simms, M.S.S.W.
 Region Clinical Supervisor
 Paul Hunter, M.A., ED.S., BCBA
 Jenny Fineman, M.A., BCBA
 Region Training Representative
 Alysia Henderson
Research
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 Parent Training has been employed to alter negative parent-child
interactions and reduce child behavior problems. (Dvortcsak, B. I., 2006).
 Been useful in reducing children’s observed aggressive and antisocial
behaviors and increasing parental competence and positive parent-child
relationships. (Dvortcsak, B. I., 2006).
 The behavioral treatment group also displayed fewer aberrant behaviors
and social problems at follow-up. (McIntyre, L. L., 2008).
 Parent training has been shown to be a very effective method for
promoting generalization and maintenance of skills in children with
autism. (McIntyre, L. L., 2008).
 Barriers to the provision of parent training include the need for parent
education models that can be easily implemented in ECSE programs and
the need for preparation of special educators in parent education
strategies. (Svein Eikeseth, T. S., 2008).
Timeline
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 October 2013-December 2013:
 Prep Time
 Meetings with Program Managers/Clinical Supervisor
 January 2014-June 2014:
 Implementation
 Staff Monthly Trainings
 Parent Training (home sessions)
 Program Managers/Clinical Supervisor Meetings
CPSEL 1,2,3,4,5
Mixed Methodology
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Qualitative Data:
• Observations
Session- Staff and Parents
• Monthly Trainings
Staff
• Emails/Calls
• Program Managers/Clinical
Supervisor Meetings
• Surveys
Staff, Program Managers,
and Parents
Quantitative Data:
• Pre and Post Test
During Staff Trainings
• Compliance Training
Frequency
Duration
• BI Attendance
Percentage
Qualitative Data Results
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Staff
“I feel that the current ATM’s are good for
giving out or reviewing information.”
“They are a great chance for us to meet our coworkers who we usually don’t get a chance to
see.”
“It has helped me become more effective when
implementing programs.”
“I find the ATM’s very helpful!”
“I like how we are able to hear other ideas, as
well as how to manage behaviors.”
Parents
“Thank you! I would have never thought I
would be comfortable enough to take my son
to Disneyland.”
“ABA services have been very helpful!”
“I feel more comfortable implementing the
techniques when I am alone with my
daughter.”
“I am so happy that my child is now potty
trained!”
Quantitative Data Results
BI Attendance
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100
100
90
70
60
50
40
Attendance
30
20
10
Average Percentage of Test Results
90
80
Percentage of Attendance
Pre and Post Test Results
80
70
60
50
Pre- Test
40
Post Test
30
20
10
0
0
Months
Months
Quantitative Data Results
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Conclusion about Data
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Average Percentage of Completion of Phases
North LA Region Parent Training
100
90
80
70
60
50
Compliance Phases
40
30
20
10
0
Phase 1
Phase 2
Phase 3
Phase 4
Compliance Phases
Phase 5
Phase 6
Conclusion about Data
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BI Attendance
Pre and Post Test
Compliance Training- 6 Phases
North LA Region- Parent Training
Challenges
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 Staff and Parents
 Consistency of Implementation
 Motivation to Implement outside of session (Generalization)
 Availability for Training
 Clinical Supervisor
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Support
Availability
Materials
Change of Supervisor
CPSEL 1,4,5
Next Steps
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 Continue Staff and Parent Training
 Develop more curriculum based on need of staff
and/or parent
 Consistency with training/implementation
CPSEL 1, 2, 3,4,5
Leadership VS. Management
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Leadership
Develop Curriculum
Ran Staff Meetings
Observations
Parent Implementation
Data Collection
Management
Calls
Emails
Surveys
Meetings with Staff/Parents
Observations in the home
CPSEL 1,2,3,4,5
Personal
Transformation
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 Communication
 Leadership
 Team Work
 Patience
 Dedication
 Action
References
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 Dvortcsak, B. I. (2006). Including Parent Training in the Early
Childhood Special Education Curriculum for Children With
Autism Spectrum Disorders . Journal of Positive Behavior
Interventions, 79-87.
 McIntyre, L. L. (2008). Parent Training for Young Children with
Developmental Disabilities: Randomized Controlled Trial.
NIHPA, 1-5.
 Svein Eikeseth, T. S. (2008). Outcome for Children with Autism
who Began Intensive Behavioral Treatment Between Ages 4 and
7: A Comparison Controlled Study . U.S. National Library of
Medicine, 23-27.
The End
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